Curriculum Strategy. Further Education and Training: Generic Management NQF: 4 SAQA ID: 57712

Transcription

1 Curriculum Strategy Further Education and Training: Generic Management NQF: 4 Page 1

2 TABLE OF CONTENTS A. Key Elements and Outline... 4 Name of Qualification... 5 Purpose of Qualification... 5 Duration of Qualification... 5 Target Group / Occupational link... 5 assumed to be in place / Entry requirements... 5 Recognition of Prior... 5 Materials Pack... 5 Qualification Rules... 5 Exit Level Outcomes... 6 Critical Cross Fields Outcomes... 6 Certification Process... 6 A. Programme Strategy... 8 Overview... 8 Provision / Facilitation and Delivery... 8 Overview... 8 Learner Support by the Provider and Workplace environment... 8 Overview... 9 Learner Duties/... 9 Duties of the Facilitator... 9 Duties of the Assessor... 9 Duties of the Moderator... 9 Duties of the Coaches/Mentors B. Overall Assessment and Moderation Strategy Purpose of Assessment Assessment Alignment Strategy Page 2

3 Context of Assessment Assessment Procedure Moderation Strategy Assessment Defined What is the difference between Summative and Formative Assessment? What are the differences between theory, practice and workplace activities? C. Hour Matrix D. Training Schedule / Facilitation Planner F: Alignment Matrix Page 3

4 A. Key Elements and Outline Key Elements and Outline of Further Education and Training: Generic Management. The Curriculum Strategy is a document designed to enlighten the learner as to the following aspects of this Qualification: The time frame of classroom learning, practical activities and workplace assignments. What topics are to be covered and the breakdown of modules How assessments will take place How Certificates will be awarded Page 4

5 Name of Qualification Purpose of Qualification Further Education and Training: Generic Management This qualification is intended for junior managers of small organisations, junior managers of business units in medium and large organisations, or those aspiring to these positions. Junior managers include team leaders, supervisors, foremen and section heads. Duration of Qualification As per the Matrix the qualification is 1520 hours in duration Target Group / Occupational link The programme is designed for junior managers, which includes (but is not limited to) team leaders, supervisors, foremen and section heads in these organisations or communities, or for preparing persons aspiring to junior management positions to develop the required competencies. assumed to be in place / Entry requirements Recognition of Prior Materials Pack Learners accessing this qualification will have demonstrated competence in: Mathematical Literacy NQF Level 3 Communications NQF Level 3 Computer Literacy NQF Level 3 This Qualification makes the Recognition of Prior possible, if the learner is able to demonstrate competence in the knowledge, skills, values and attitudes implicit in this Qualification. Recognition of Prior will be done by means of an Integrated Assessment The qualification pack consists out of the following documents: Curriculum Outline Learner Guides per module Facilitator Guides including Model Answers per module Portfolio of Evidence including Learner Workbooks per module Assessment Guide including Model Answers and Alignment Strategy per module Moderator Guides per module Summative Test including Model Answers per module The Qualification consists of a Fundamental, a Core and an Elective Component Fundamental Component: The Fundamental Component consists of Unit Standards in: Qualification Rules Mathematical Literacy at NQF Level 4 to the value of 16 credits. Communication at NQF Level 4 in a First South African Language to the value of 20 credits. Communication in a Second South African Language at NQF Level 3 to the value of 20 credits. Page 5

6 It is compulsory therefore for learners to do Communication in two different South African languages, one at NQF Level 4 and the other at NQF Level 3. The choice of language has been selected as Afrikaans for this learning intervention. Core Component: The Core Component consists of Unit Standards to the value of 72 credits all of which are compulsory. Elective Component: The Elective Component consists of individual unit standards from which the learner must choose unit standards totalling a minimum of 22 credits Exit Level Outcomes Planning - Develop plans to achieve defined objectives. Organising - Organise resources in accordance with developed plan. Leading -. Lead a team to work co-operatively to achieve objectives. Controlling - Monitor performance to ensure compliance to a developed plan. Ethics - Make decisions based on a code of ethics. This qualification promotes, in particular, the following Critical Cross-Field Outcomes: Critical Cross Fields Outcomes Certification Process Identify and solve problems and make responsible ethical decisions within own limit of authority. Work effectively with others as a member of a team, group, organisation or community to achieve work unit objectives. Organise and manage oneself and one's activities responsibly and effectively to plan, lead, organise and control towards achievement of work unit objectives. Collect, organise and critically evaluate information in order to measure performance. Communicate effectively using visual, mathematics and language skills in the modes of oral and/or written presentations to lead a team. The learner will be required to demonstrate an understanding of the world as a set of related systems by aligning work unit objectives to organisational strategy. Be culturally and aesthetically sensitive across a range of social contexts in managing and interacting with diverse people in the workplace. Use science and technology effectively in researching, recommending and implementing management solutions, showing responsibility towards the environment and health of others. After you have completed all your Formative and Summative Assessments, you will be issued with an Assessor Report which will include the outcome of your Portfolio of Evidence. You will need to complete Feedback Forms and sign acknowledgement of this Report. 25% of learner Portfolio of Evidences will be then be Moderated and these results will be sent to the Services Seta. The Training Provider will then be issued a date for an External Moderation Site Visit i.e. this is when the SETA Evaluator comes and checks the entire learner Portfolio of Evidences and the Training Providers adherence to Policies and Procedures during the training intervention. Once the Evaluator has found everything to be in order, they will then complete a Page 6

7 Report which is sent through to the SETA. The SETA will then issue the Training Provider with a Statement of Result and Certificate for each Competent Learner. The Training Provider will then arrange a Graduation Ceremony where learners will be awarded these Certificates and Results. Type of Unit Standard Unit Standard Number US Credit US Level Unit Standard Title Core Core Core Core Core Core Core Core Core Core Fundamental Apply leadership concepts in a work context Apply the organisation`s code of conduct in a work environment Conduct a structured meeting Employ a systematic approach to achieving objectives Identify responsibilities of a team leader in ensuring that organisational standards are met Manage Expenditure against a budget Monitor the level of service to a range of customers Motivate and build a team Prioritise time and work for self and team Solve problems, make decisions and implement solutions Accommodate audience and context needs in oral/signed communication Fundamental Interpret and use information from texts Fundamental Fundamental Fundamental Fundamental Fundamental Use language and communication in occupational learning programmes Write/present/sign texts for a range of communicative contexts Read/view, analyse and respond to a variety of texts Use the writing process to compose texts required in the business environment Engage in sustained oral/signed communication and evaluate spoken/signed texts Page 7

8 Fundamental Fundamental Fundamental Fundamental Write/present/sign for a wide range of contexts Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems Represent analyse and calculate shape and motion in 2-and 3-dimensional space in different contexts Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues Elective Induct a member into a team Elective Maintain records for a team Elective Identify and explain the core and support functions of an organisation Elective Explain the contribution made by own area of responsibility to the overall organisational strategy Elective Describe the relationship of junior management to other roles A. Programme Strategy Overview Provision / Facilitation and Delivery Overview Learner Support by the Provider and Workplace environment provision will be given in the form of lecturing, group discussions and classroom activities. Learners are involved in various brainstorming activities before each Assessment Criteria to gauge their existing knowledge on the subject at hand. Provider Support Learner support will be given prior to and after training in the identification of resource materials that can be read by the Learner to enhance and develop the Learners understanding on understanding new venture creation. Workplace Support Workplace Mentors must be identified by the Learner (This could be the Learners immediate Supervisor / Manager) who will monitor the Learner s progress and performance in the workplace. This information must be recorded in the Learner s workplace performance appraisal documents. Learners are required to complete Logbooks for all practical work related activities supervisors / mentors are required to sign these off as proof of the learner s competence. Page 8

9 Overview Learner Duties/ It is the responsibility of the Learner to implement classroom taught skills in the workplace and request assistance and guidance from his workplace mentor in the effective implementation of such skills in the workplace. Furthermore, it is the sole responsibility of the Learner to ensure his Portfolio of Evidence is completed and handed back to the Provider in order to receive the appropriate credits and certification. Duties of the Facilitator Duties of the Assessor Duties of the Moderator A Facilitator can also be called a Lecturer and/or a Teacher depending on the qualifications being run. This person s broad outline of duties will cover: Conduct classroom facilitation/training. Conduct classroom activities whether they are knowledge based or practical based. Check that the formative/classroom activities have been completed. Provide feedback to the Learner on his Portfolio of Evidence collection. Support and encourage the Learner during his/her learning process. Provide guidance and mentoring to Learners with regards to learning barriers and career pathways. The duties of an Assessor will be as follows, but is not limited to: Plan and prepare for the assessment process. Prepare the Learner for the assessment process. Plan the assessment occasion with the Learner. Advice and support both the Learner and the Facilitator regarding the assessment requirements. Conduct the assessment according to the assessment principles. Record all assessment information. Provide the Learner with feedback regarding the assessment. Obtain feedback from the Learner regarding the specific assessment as well as review of the entire assessment process. Conduct re-assessments, if necessary. Provide the Learner in writing with the assessment decision. Ensure all assessment documentation is completed in the Learners PoE. Review the assessment process. The duties of a Moderator will be as follows, but is not limited to: Plan and prepare for the moderation process. Prepare the Assessor/Provider for the moderation process. Plan the moderation occasion with the Provider. Advice and support both the Assessors and Provider regarding the moderation requirements and outcomes. Conduct the moderation according to the assessment principles. Record all moderation information. Provide the Provider and Assessors with feedback regarding the moderation. Obtain feedback from the Assessors regarding the specific assessment if necessary. Conduct re-moderation, if necessary. Provide the Provider in writing with the moderation report including the decision. Ensure all moderation documentation is completed. Review the moderation process. Page 9

10 Duties of the Coaches/Mentors A Coach may also sometimes be a Mentor in the workplace. Normally, this person will also be employed in the workplace as a Manager or Supervisor, to whom the Learner reports. This person will also have many other duties and responsibilities as per his employment with the host site. Our concern is only with the duties and responsibility that he will have towards the Learner. This person s broad outline of duties will cover in terms of the learning function: Provide support and guidance to the Learner in the workplace. Provide on the job coaching if necessary in terms of the Learners duties of functions. Provide written feedback to the Assessor regarding the Learner s progress in the workplace via the workplace testimonials, if applicable and also through comments in the Workplace Integrated Pack or Logbook, if applicable. B. Overall Assessment and Moderation Strategy Purpose of Assessment Assessment Alignment Strategy The purpose of assessment is to judge competence against the relevant criteria as identified in the unit standard. This qualification will be assessed using an alignment matrix of all the Specific Outcomes/Assessment Criteria/Range Statements/Essential Embedded Knowledge and Critical Cross Field Outcomes of the unit standards in the various modules. Assessment Method Assessment conducted by: Assessment results and feedback Context of Assessment Both formative and Summative and in the form of: questions skills tasks Workplace Assignments A registered Assessor Within 72 hrs of PoE submissions Assessment Procedure Assessment will take place after each module has been completed and submitted. Learners take responsibility for their own assessment and re-assessment process. Learners must adhere to deadline dates for submission of portfolios as this may impact on the final assessment decisions A summative assessment judgment will take place after the 3 rd assessment (if applicable) per module. Candidates will receive feedback of final results after each summative assessment decision. Page 10

11 Moderation Strategy Internal Moderation will only take place after all Learners POE s have been assessed and final assessment judgments have been made after each module. A sample percentage (25%) of Learners PoE s will be moderated. Moderation will take place within an agreed time period with the Training Provider. The applicable SETA will also conduct external moderation processes at their discretion. Assessment Defined: It is important that the assessment scope, approach and methods are clearly evident. A PoE must differentiate between formative and summative testing, as well as workplace, theory and practical evidence requirements.. It must also be noted that the qualification carries a Final Integrated Summative Assessment (FISA) which will be conducted at the end of the qualification. This directive has been created to ensure that the evidence collected, covers a range of knowledge, workplace practical and reflective requirements. What is the difference between Summative and Formative Assessment? Summative assessment refers to the assessment of learning and summarizes the development of Learners at a particular time (usually conducted at a set interval, e.g. at the end of each module or at the end of the qualification). Formative assessment is a self-reflective process that assists the Learner to enhance, recognize and respond to the learning (usually conducted throughout the learning experience, e.g. Learner activities found in the Learner Workbook). What are the differences between theory, practice and workplace activities? refers to contemplation or speculation, as opposed to action. This draws on the information you have obtained throughout your theoretical training. Knowledge questions may test your understanding or ask you to explain aspects of the subject matter. Practice refers to the act of rehearsing behaviour, or engaging in an activity (i.e. action) for the purpose of improving or mastering it. tasks may ask you to perform, create or develop evidence. Work Place refers to research conducted or action taken within the workplace. In other words, the workplace question requires you to actually interact with your workplace or organisation in order to meet certain objectives. How has the above been covered in this learning programme? These have been defined in the Learner workbooks against the following Legend: Item Learner Guide Legend LG Page 11

12 Learner Workbook Assessment / Assessors Guide Formative Assessment Summative Assessment Knowledge based / Question Assessment Task Assessment A Workplace assignment or research topic that must be done in the workplace LW AG FA SA KQ PT WP C. Hour Matrix The roll out strategy below indicates the relationship between theories, practical, workplace and the SA component of the qualification in notional hours: The following is a suggested time frame for classroom training and workplace experience. The split of 30/70 has been used, however, the Facilitator will use their discretion based on how the class is coping with the and activities Each Module has been broken down into a 30/70 split. During the contact sessions the notional hours will be for theory while 10% will be for the practical component of the. is split as follows: Workplace Experience (90%) and Assessment Preparation (10%) of the The FISA will be conducted at the end of the qualification which will take the form of practical assignments OVERALL NOTIONAL HOURS FOR THE QUALIFICATION-GM: EL of EL Page 12

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22 US 9016 of of EL of EL D. Training Schedule / Facilitation Planner The roll out strategy assumes that all Learners will attend all blocks / days of training, and is based on the total notional hours of the unit standard. QUALIFICATION Activity Resources FURTHER EDUCATION AND TRAINING: GENERIC MANAGEMENT Learner Guide Portfolio of Evidence Workplace Evidence Learner Guide Portfolio of Evidence 958 Workplace Experience Portfolio of Evidence 106 Assessment Preparation Learner Guide Workplace Documents Total Page 22

23 F: Alignment Matrix EXIT LEVEL OUTCOMES EXIT LEVEL OUTCOMES MODULE 1 Planning: Develop plans to achieve defined objectives ASSOCIATED US ASSESSMENT CRITERIA : Employ a systematic approach to achieving objectives : Identify and explain the core and support functions of an organisation : Describe the relationship of junior management to other roles : Use language and communication in occupational learning programmes MODULE 2 Organising: Organise resources in accordance with developed plan : Explain the contribution made by own area of responsibility to the overall organisational strategy : Prioritise time and work for self and team : Manage expenditure against a budget 7468: Use mathematics to investigate and monitor the financial aspects of personal, business, national and international issues 9015: Apply knowledge of statistics and probability to critically interrogate and effectively communicate findings on life related problems MODULE 3 Leading: Lead a team to work co-operatively to achieve objectives : Engage in sustained oral/signed communication and evaluate spoken text : Motivate and build a team : Induct a member into a team : Apply leadership concepts in a work context : Conduct a structured meeting : Write/present/ sign text for a range of communicative context : Accommodate audience and context needs in oral / signed communication Page 23

24 MODULE 4 Controlling: Monitor performance to ensure compliance to a developed plan : Monitor the level of service to a range of customers : Identify responsibilities of a team leader in ensuring that organizational standards are met : Maintain records for a team : Read/view, analyse and respond to a variety of text : Interpret and use information from text MODULE 5 Ethics: Make decisions based on a code of ethics : Apply the organisation s code of conduct in a work environment : Solve problems, make decisions and implement solutions 12153: Use the writing process to compose texts required in the business environment : Write/present/ sign for a wide range of context 9016: Represent, analyse and calculate shape and motion in 2 and 3 dimensional space in different contexts Alignment Matrix per unit standard is contained in each unit standard Assessment Guide Page 24